Although there is a consensus on the instructional potential of Serious Games (SGs), there is still a lack of methodologies and tools not only for design but also to support analysis and assessment. Filling this gap is one of the main aims of the Games and Learning Alliance (http://www.galanoe.eu) European Network of Excellence on Serious Games, which has a focus upon pedagogy-driven SGs. This paper relies on the assumption that the fundamental aspect of SG design consists in the translation of learning goals/ practices into mechanical element of gameplay, serving to an instructional purpose beside that of play and fun. This paper proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in an SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories.Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may also be useful for teachers to evaluate the effectiveness of a given game and better understand how to implement it in educational settings. A case study is reported to illustrate the framework's support in determining how gameplay and pedagogy intertwine in an SG. Finally, the paper presents the results of two comparative user tests demonstrating the advantages of the proposed model with respect to a similar state-of-the-art framework.

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Service-Oriented Architecture (SOA) is a set of practices for architectural design of software that exploits services as loosely coupled components orchestrated to deliver various functionalities. The SOA paradigm is not well established in the Serious Games (SG) domain, but it is expected to provide benefits, particularly in reducing the conceptual and technological complexity of the development. In this paper, we propose and study the application of a SOA approach to SG development. We have used the SOA approach to develop an adaptive serious game for teaching basic elements of probability to high school and entry-level university students, called The Journey. Details of the architecture implementation are offered, as well as the results of an evaluation of the system using the Architecture Tradeoff Analysis Method (ATAM). Based on our experience, we argue that the SOA approach can make SG development shorter, more flexible and more focused.

Deployment of serious games (SGs) and their insertion in higher education (HE) curricula is still low. The literature lacks papers describing deployment of SGs in HE critically showing educational benefits and providing guidelinesand good practices for their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc engineering/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom's revised cognitive learning goals taxonomy and the Kolb's experiential learning cycle. Based on our experience, we also propose a set of lessons and good practices to incentivize and better support deployment of SGs in HE courses